Alexis N Boucher
Biographic Data
| ID | 9328774 |
|---|---|
| NAME | Alexis N Boucher |
| GIVEN NAMES | Alexis N |
| FAMILY NAME | Boucher |
| SIGNATURE | BOUCHER A N |
| AFFILIATIONS | Tennessee Department of Education |
| ORCID | 0000-0001-8719-4415 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Investigating the additive effects of opportunities to spell words on word reading for students with significant reading difficulties
Integrating spelling with word reading instruction is commonly recommended. However, few studies have determined the unique effect of spelling activities on word reading skills for students with reading difficulties. Considering the limited time available for intervention and the fact that several words can be read in the time it takes to spell one, additional research is needed to optimize intervention time. We randomly assigned 68 students with…
A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties
Students in grades 2 through 4 with significant word reading difficulties were randomly assigned to one of two 10-week interventions. In the Dual Treatment condition, decoding instruction emphasized regularity in spelling-sound correspondence, sound-by-sound decoding, and separately taught high-frequency words on a whole-word basis. In the Integrated condition, decoding instruction interleaved regularity and variability in spelling-sound correspo…
Testing variations in sublexical units to improve word reading for students with word reading disabilities
Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties
Most students with reading difficulties struggle to read words. We examined intervention effects for students with significant word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of reading interventions for students in Grades 3–12 with SWRD? and (b) What intervention features (i.e., instructional …
The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties
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The relations of kindergarten early literacy skill trajectories on common progress monitoring measures to subsequent word reading skills for students at risk for reading difficulties
Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties
Most students with reading difficulties struggle to read words. We examined intervention effects for students with significant word reading difficulties (SWRD; standard score of 80 on at least one pretest measure of word reading), which includes individuals with or at risk for dyslexia. We investigated: (a) What are the effects of reading interventions for students in Grades 3–12 with SWRD? and (b) What intervention features (i.e., instructional …
Testing variations in sublexical units to improve word reading for students with word reading disabilities
Investigating the additive effects of opportunities to spell words on word reading for students with significant reading difficulties
Integrating spelling with word reading instruction is commonly recommended. However, few studies have determined the unique effect of spelling activities on word reading skills for students with reading difficulties. Considering the limited time available for intervention and the fact that several words can be read in the time it takes to spell one, additional research is needed to optimize intervention time. We randomly assigned 68 students with…
A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties
Students in grades 2 through 4 with significant word reading difficulties were randomly assigned to one of two 10-week interventions. In the Dual Treatment condition, decoding instruction emphasized regularity in spelling-sound correspondence, sound-by-sound decoding, and separately taught high-frequency words on a whole-word basis. In the Integrated condition, decoding instruction interleaved regularity and variability in spelling-sound correspo…
Reading and Literacy Development (5 works) · Dyslexia (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Developmental psychology (3 works) · Fluency (3 works) · Linguistics (3 works) · Psychology (3 works) · Reading (process) (3 works) · Writing and Handwriting Education (3 works) · Cognition (2 works)